PENGEMBANGAN MODEL PEMBELAJARAN INOVATIF PRODUKTIF (INPRO) UNTUK MENINGKATKAN SOFT SKILLS DAN HARD SKILLS SISWA SEKOLAH MENENGAH KEJURUAN - Gargazi, - (2021)
Sekolah Menengah Kejuruan (SMK) dirancang khusus untuk memfasilitasi peserta didik agar siap memasuki dunia kerja dan siap terjun dalam kehidupan bermasyarakat, serta memiliki sikap yang baik dan sesuai norma yang berlaku di masyarakat. Fakta di lapangan banyak dijumpai lulusan SMK gagal untuk diserap, bertahan dan ataupun mengembangkan diri di dunia kerja dikarenakan kompetensi hard skills berupa pengetahuan kerja dan keterampilan kerja lebih mendominasi karakter kerja lulusan SMK, sementara soft skills yang merupakan kecakapan bersifat personalitas/kepribadian yang turut menentukan keberhasilan seseorang dalam bekerja atau berkarir cenderung terabaikan. Oleh karena itu, inisiatif perbaikan perlu diupayakan guna merespon permasalahan-permasalahan yang dihadapi SMK. Upaya tersebut misalnya dengan mengembangkan model pembelajaran inovatif dan terpadu (innovative integrated learning) yang relevan dengan tuntutan dunia kerja sesungguhnya atau pembelajaran kontekstual (contextual teaching and learning) serta disesuaikan bidang keahlian yang dipilih siswa. Hal ini didasari bahwa pendidikan yang berorientasi dunia kerja melalui penguasaan hard skills dan soft skills yang memadai sangat dipentingkan guna menopang pengembangan ekonomi nasional di abad 21. Penelitian ini bertujuan untuk: (1) menemukan soft skills yang menjadi prioritas dan seharusnya dikembangkan pada pembelajaran di SMK; (2) menghasilkan model pembelajaran inovatif produktif untuk meningkatkan kemampuan soft skills dan hard skills siswa SMK; dan (3) menguji keefektifitasan model pembelajaran inovatif produktif untuk meningkatkan soft skills dan hard skills siswa SMK yang dikembangkan. Pendekatan penelitian ini mengacu pada pendekatan penelitian dan pengembangan atau Research and Development (R&D) yang ditawarkan Richey dan Klein (2009). Tahapan utama penelitian yang dilaksanakan meliputi tiga langkah utama, yaitu pengembangan model, validasi model, dan uji coba model. Tahap pengembangan model menggunakan metode survey, wawancara dan studi literatur. Tahap validasi model mencakup dua kegiatan, yaitu validasi menggunakan metode expert judgments (validasi ahli) dan metode Focus Group Discussion (FGD). Tahap uji coba model menggunakan metode quasi eksperimen dengan one group pretest posttest design. Teknik analisis data menggunakan statistik deskriptif dan analisis konten. Subyek uji coba adalah siswa SMK Negeri 3 Mataram Program Keahlian Teknik Pemesinan, Kompetensi Keahlian Teknik Pemesinan Bubut tahun pelajaran 2017/2018. Hasil penelitian adalah sebagai berikut: (1) Soft skills yang menjadi prioritas dan seharusnya dikembangkan siswa di SMK Program Keahlian Teknik Pemesinan yaitu: disiplin, tanggung jawab, komunikasi, kerjasama dan pemecahan masalah; (2) Model pembelajaran yang dikembangkan untuk meningkatkan Soft Skills terintegrasi dengan Hard Skills siswa SMK adalah Model Pembelajaran Inovatif Produktif yang disingkat MP-INPRO; dan (3) MP-INPRO yang dikembangkan terbukti efektif untuk meningkatkan soft skills dan hard skills siswa SMK. Vocational High School (SMK) is specifically designed to facilitate students to be ready to enter the world of work and be ready to engage in social life, and to have a good attitude and according to the norms prevailing in society. In fact, it is found that many SMK graduates fail to be absorbed, survive and develop themselves in the world of work because hard skills competencies in the form of work knowledge and work skills dominate the work character of SMK graduates, while soft skills are personality skills that also determine success. Someone in work or career tends to be neglected. Therefore, improvement initiatives need to be made in order to respond to the problems faced by SMK. Such efforts are for example by developing innovative and integrated learning models that are relevant to the demands of the real world of work or contextual teaching and learning and adjusted to the field of expertise chosen by students. This is based on the fact that work-oriented education through the mastery of balanced hard skills and soft skills is very important in order to sustain national economic development in the 21st century. The study aimed to: (1) discover soft skills that are a priority and should be developed in vocational high schools; (2) produce innovative productive learning model to improve optimally the soft skills integrated hard skills ability students of vocational high schools; and (3) reveal the effectiveness of the developed model to improve soft skills and hard skills of vocational high schools students. The developmental research referred to the research and development (R&D) proposed by Richey & Klein (2009). The steps of this research consist of three major steps: model development, model validation, and try out of the model. The model development step was done through the survey method, deep interview and documentation. Meanwhile, the model validation step administered through expert judgment and focus group discussion (FGD). Subsequently, try out model step used a quasi-experimental with one group pretest posttest design. The data analysis techniques used were descriptive statistics and content analysis. The subjects in the study were students of vocational high schools of machining and engineering study program, lathe machining competency expertise of SMKN 3 Mataram in the School Year 2017/2018. The research findings were as follows: (1) the soft skills that are a priority and should be developed for the students of vocational high schools in the study program of machining and engineering competency skills are being disciplined, responsibel, communicative, cooperative, and problem solving. (2) the learning model developed to improve soft skills integrated with the hard skills competences of vocational high schools students is an innovative-productive learning model which is abbreviated as MP-INPRO ; and (3) MP-INPRO was found effective to improve the soft skills and hard skills of the students of vocational high schools.